EED211 Language Activity Template

Name: Amber Graves

Course: EED211
Date: 10/1/15
Activity: Homophones
Age of child/or group of children I did the homophones activity with my sister in law and she
is eight years old. My sister in law is adventurous, thoughtful, confident and smart. She loves
doing the activities with me so I asked her to help me and she was excited to. So we both decided
we were going to do the activity in her bedroom because that way she can concentrate without
any distractions. After we figured out where we want to do the activity, I printed the activity and
cut out each pictures and words. Then I picked out 6 pairs of each homophones so it
wouldnt be too overwhelming for her since she doesnt really know about
homophones. Since she didnt know about homophones before the activity I did an
example for her. Even though she didnt know really about homophones she was
confident that she could match the words together after seeing the example.
Objective of the activity (standards): The objective of this activity was to help her learn
homophones and I wanted her to understand how words sound the same but they have different
meanings. A 3rd grade learning standard I found is 1. Engage effectively in a range of
collaborative discussions (one-on-one). D. Explain their own ideas and understanding in light of
discussion. (3-5 learning standards, Pg. 23) We did this activity one-on-one and throughout the
activity we were discussing what she knows. For example, after I showed her the example she
then started finding matches and she would discuss how they sound the same but they are
different. When we were discussing the activity she would get more confident because she knew
she was doing it right. So I think discussing with her helped the objective of the activity progress
because she was learning as she did the activity. The objective of the activity was important for
her to understand because I didnt want her to feel confused, I wanted her to be confident at the

end of the activity. When she felt confident I knew she learned something and thats the most
important part of the activity. So overall the objective was accomplished during the activity and
now she knows about homophones.
Describe or identify specific materials used/needed The materials that we used in this activity
was paper and scissors. We needed the paper so I could print out the activity and I needed the
scissors so I could cut the words and pictures out. When I finished cutting the pictures/words out
then I chose 6 pairs of homophones with pictures that go with the words so then it wouldnt be
overwhelming to her since she doesnt really know what homophones was. After I picked out the
6 pairs then I went into her bedroom and I spread out all the words as well as the pictures. I made
sure the words and pictures were mixed up. Before we started the activity I made sure the T.V.
was off so then there wouldnt be any distractions so she could concentrate. I also had an extra
set of homophones so I could show her an example because she is more of a visual learner rather
than an auditory learner. I wanted her to see an example so then the instructions were clear to her
and she wouldnt have difficulties trying to complete the activity.
Internet resource address http://www.kizclub.com/Phonics/activities/homophones.pdf That is
the link to the activity that I chose to do with my sister in law.
http://www.azed.gov/azccrs/elastandards/3-5/ This is link to the 3rd grade learning standards.
Describe the implementation of the activity -Steps The first step I did was print out the paper,
cut the pictures/words out and I separated every picture/word. The second step that I did was
mixed the pictures/words and then I spread out all of them on my sister in laws bedroom floor.
The third step I did was ask her if she knows what homophones are and then I showed her an
example since she didnt know about homophones. The fourth step I did was I had her start
matching the homophones together, as she was doing the activity she got more confident. The

fifth step I had her match the pictures with the words so she can visually see the objects and see
how each word has a different meaning but it has the same sound in the words. Timeframe The
timeframe of the activity was 20 minutes from when I showed her the example until she finished
matching each picture/word together. -Single or group It was single because I just had my sister
in law do the activity. -Inside-outside The activity was inside in my sister in laws bedroom,
because I didnt want any distractions so she could concentrate.
Evaluate the activity -list the strengths The strengths in the activity was the T.V. being off
helped her focus, the pictures/words helped her learn visually, and the example was a good way
to help her learn what homophones are. Also, when I was encouraging her to keep trying even
though she didnt understand it fully she was excited to finish the activity. Limitations The
only limitation in the activity was that there were more pairs of the pictures/words but I didnt
use them because I didnt want to overwhelm her. -variations The variations in the activity is
that I had to take some pairs out of the activity, because I didnt want her to give up on trying to
put the matches together.-modifications The modifications were basically the same as the
variations because the only thing I had to change was taking out some pictures/words pairs so
she wouldnt feel overwhelmed. I didnt want her to feel overwhelmed because then she
wouldnt have wanted to complete the activity. Also if I didnt limit the activity then she would
just get distracted by telling her self she cant finish it but instead she was enjoying the activity
since there was only a certain amount of pictures/words pairs. So overall, I just wanted her to
feel comfortable and not have to overthink things or else she wouldnt understand the objective
of the activity.
Language outcome of the activity My objectives were met because I wanted her to complete
the activity with confidence, I wanted her to learn about homophones, and I wanted her to

recognize the sounds in the words. I learned that she is more of a visual
learner rather than an auditory learner. I tried to explain to her with just
my words what homophones were but she didnt understand. So I
explained to her with the pictures/words, so visually and she understood
what I was trying to teach her. Also being in a quiet room was a great
way for her to concentrate and focus on learning. I personally learned
that she learns fast because after the example she was getting all the matches right. I learned that
the activities are easier for her when she doesnt feel overwhelmed, because she can focus more
on just completing a certain amount. So overall I just wanted to make this activity simple so she
could focus on the objective of the activity and not get distracted by an overwhelming activity.

References
3-5 English Language Arts (ELA). (n.d.). Retrieved October 3, 2015.
Homophones activity. (n.d.) Retrieved October 1, 2015.